A comparison of two methods of foot health education: The Fremantle Diabetes Study Phase II

M. Baba; J. Duff; Laurence Foley; Wendy Davis; Timothy Davis

doi:10.1016/j.pcd.2014.05.004

A comparison of two methods of foot health education: The Fremantle Diabetes Study Phase II

M. Baba, J. Duff, Laurence Foley, Wendy Davis, Timothy Davis

Research output: Contribution to journal › Article › peer-review

25 Citations (Scopus)

Abstract

Aims

To compare the effectiveness of two different methods of education on foot health, behaviours and attitudes in patients with type 2 diabetes.

Methods

Community-based patients were consecutively allocated to written education (Group A) or an interactive educator-led session (Group B). A quantitative Foot Score (maximum 90 points score based on severity of treatable pathology), the Nottingham Assessment of Functional Foot Care (NAFFC) survey score (maximum 30 points reflecting frequency of foot care behaviours) and a 6-question survey of attitudes to foot complications were administered at baseline and 3 months.

Results

154 patients (mean ± SD age 68 ± 10 years, 59.7% males, median [interquartile range] diabetes duration 11.5 [5.6-18.9] years) were recruited. There was a greater change (Δ) in Foot Score from baseline to 3 months in Group A (8.3 ± 3.6, Δ - 1.8 (95% CI: -2.4 to -1.2) vs Group B (6.8 ± 2.6, Δ - 0.1 (-0.7 to 0.4); P <0.001), but no change in NAFFC survey score in either group (P = 0.13). In the attitudes survey, Group B felt they better understood how to prevent foot complications than Group A after education (P = 0.031).

Conclusions

Written information was more effective at improving foot health while interactive education improved confidence in undertaking preventive measures, suggesting that the most effective foot care education should include both components.

Original language	English
Pages (from-to)	155-162
Journal	Primary Care Diabetes
Volume	9
Issue number	2
DOIs	https://doi.org/10.1016/j.pcd.2014.05.004
Publication status	Published - Apr 2015

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10.1016/j.pcd.2014.05.004

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title = "A comparison of two methods of foot health education: The Fremantle Diabetes Study Phase II",

abstract = "Aims To compare the effectiveness of two different methods of education on foot health, behaviours and attitudes in patients with type 2 diabetes. Methods Community-based patients were consecutively allocated to written education (Group A) or an interactive educator-led session (Group B). A quantitative Foot Score (maximum 90 points score based on severity of treatable pathology), the Nottingham Assessment of Functional Foot Care (NAFFC) survey score (maximum 30 points reflecting frequency of foot care behaviours) and a 6-question survey of attitudes to foot complications were administered at baseline and 3 months. Results 154 patients (mean ± SD age 68 ± 10 years, 59.7% males, median [interquartile range] diabetes duration 11.5 [5.6-18.9] years) were recruited. There was a greater change (Δ) in Foot Score from baseline to 3 months in Group A (8.3 ± 3.6, Δ - 1.8 (95% CI: -2.4 to -1.2) vs Group B (6.8 ± 2.6, Δ - 0.1 (-0.7 to 0.4); P <0.001), but no change in NAFFC survey score in either group (P = 0.13). In the attitudes survey, Group B felt they better understood how to prevent foot complications than Group A after education (P = 0.031). Conclusions Written information was more effective at improving foot health while interactive education improved confidence in undertaking preventive measures, suggesting that the most effective foot care education should include both components.",

author = "M. Baba and J. Duff and Laurence Foley and Wendy Davis and Timothy Davis",

year = "2015",

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doi = "10.1016/j.pcd.2014.05.004",

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AU - Duff, J.

AU - Foley, Laurence

AU - Davis, Wendy

AU - Davis, Timothy

PY - 2015/4

Y1 - 2015/4

N2 - Aims To compare the effectiveness of two different methods of education on foot health, behaviours and attitudes in patients with type 2 diabetes. Methods Community-based patients were consecutively allocated to written education (Group A) or an interactive educator-led session (Group B). A quantitative Foot Score (maximum 90 points score based on severity of treatable pathology), the Nottingham Assessment of Functional Foot Care (NAFFC) survey score (maximum 30 points reflecting frequency of foot care behaviours) and a 6-question survey of attitudes to foot complications were administered at baseline and 3 months. Results 154 patients (mean ± SD age 68 ± 10 years, 59.7% males, median [interquartile range] diabetes duration 11.5 [5.6-18.9] years) were recruited. There was a greater change (Δ) in Foot Score from baseline to 3 months in Group A (8.3 ± 3.6, Δ - 1.8 (95% CI: -2.4 to -1.2) vs Group B (6.8 ± 2.6, Δ - 0.1 (-0.7 to 0.4); P <0.001), but no change in NAFFC survey score in either group (P = 0.13). In the attitudes survey, Group B felt they better understood how to prevent foot complications than Group A after education (P = 0.031). Conclusions Written information was more effective at improving foot health while interactive education improved confidence in undertaking preventive measures, suggesting that the most effective foot care education should include both components.

AB - Aims To compare the effectiveness of two different methods of education on foot health, behaviours and attitudes in patients with type 2 diabetes. Methods Community-based patients were consecutively allocated to written education (Group A) or an interactive educator-led session (Group B). A quantitative Foot Score (maximum 90 points score based on severity of treatable pathology), the Nottingham Assessment of Functional Foot Care (NAFFC) survey score (maximum 30 points reflecting frequency of foot care behaviours) and a 6-question survey of attitudes to foot complications were administered at baseline and 3 months. Results 154 patients (mean ± SD age 68 ± 10 years, 59.7% males, median [interquartile range] diabetes duration 11.5 [5.6-18.9] years) were recruited. There was a greater change (Δ) in Foot Score from baseline to 3 months in Group A (8.3 ± 3.6, Δ - 1.8 (95% CI: -2.4 to -1.2) vs Group B (6.8 ± 2.6, Δ - 0.1 (-0.7 to 0.4); P <0.001), but no change in NAFFC survey score in either group (P = 0.13). In the attitudes survey, Group B felt they better understood how to prevent foot complications than Group A after education (P = 0.031). Conclusions Written information was more effective at improving foot health while interactive education improved confidence in undertaking preventive measures, suggesting that the most effective foot care education should include both components.

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DO - 10.1016/j.pcd.2014.05.004

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JO - Primary Care Diabetes

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A comparison of two methods of foot health education: The Fremantle Diabetes Study Phase II

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